When Science and Literacy Meet: Creating Support for Teachers Implementing Writing in the Science Classroom

University Of Iowa, Iowa City IA

Investigators

Abstract

This project proposes to create two books and a professional development manual about the roles and practice of writing-to-learn strategies in science classrooms. The books will emphasize the importance of purposeful writing as a learning tool. This work builds on the author's research on the connections between writing-to-learn and improved student understanding and performance in science. The first book will target K-6 teachers and the second will address the needs of 7-12 teachers. Separate books are proposed to meet the distinctly different pedagogical demands of elementary vs. secondary classrooms and to address the greater level of content knowledge associated with the secondary science. Heinemann Publishers has agreed to include the books in their science & literacy series.